Handbook. Module 1 Flashcards
The aim of Module One is to extend and develop candidates’ knowledge and understanding of
- theoretical perspectives on language acquisition and language teaching
- different approaches and methodologies including current developments
- language systems and learners’ linguistic problems
- language skills and learner problems
- resources, materials and reference sources for language learning
- key concepts and terminology related to assessment.
To achieve these aims, candidates need to
- demonstrate knowledge of historical and current theories of first and second language acquisition
- critically evaluate current and historical approaches and methodologies in English language teaching
- demonstrate understanding of key features of language systems and skills appropriate to teaching and lesson planning, including problems with language use and skills experienced by learners
- examine and evaluate a range of teaching resources and materials, and reference materials (including e-resources and multimedia materials)
- demonstrate knowledge of the role and methods of assessment.
The full syllabus can be downloaded at
www.cambridgeenglish.org/delta/prepare
The production of Module One
We are committed to providing examinations of the highest possible quality. This commitment is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge English examinations. Of particular importance is the rigorous set of procedures which are used in the production and pretesting of question papers. The production process begins with the commissioning of materials and ends with the printing of question papers. There are five main stages in the production process: • commissioning • pre-editing and editing • trialling • analysis and banking of materials • question paper construction.
Question paper production cycle
Trialling of Module One test material provides us with valuable information about the performance of particular tasks.
Assessment
In Module One, candidates accumulate marks across questions and it is the total numbers of marks obtained across the two papers that decides which grade a candidate is awarded. Candidates’ answers are marked against a detailed mark scheme containing Guideline Answers. Marks are awarded for appropriate responses in terms of content. There are 200 marks available for Module One as a whole. See the General Description on page 12 and the Structure and Tasks sections on pages 12–13 and 16 for a detailed description of the mark scheme.
Marking
The panel of examiners is divided into small teams, each with an experienced examiner as Team Leader. A Principal Examiner guides and monitors the marking process. The process begins with a meeting of the Principal Examiner, the Team Leaders and all the examiners. This is held immediately after the examination and begins the process of establishing a common standard of assessment by the selection and marking of sample scripts for all the tasks. These are chosen to represent a range of responses and different levels. The Task Specific Mark Schemes are amended to take into account real candidate responses. Examiners discuss these Task Specific Mark Schemes and refer to them regularly while marking. During marking, each examiner is apportioned scripts chosen on a random basis from the whole entry. A rigorous process of co-ordination and checking is carried out before, during and after the marking process. This ensures that all examiners mark to the same level and also that credit can be given for correct responses that do not feature in the original mark scheme.
Grading
The purpose of grading is to determine candidates’ overall grades, based on the total score gained across the two papers. Results are recorded as three passing grades (Pass with Distinction, Pass with Merit, Pass) and one failing grade (Fail). At the end of the marking process, there is a grading meeting to determine precisely how many marks are required to obtain each of the passing grades. The grade boundaries are set in a way that ensures that the level of knowledge required to obtain the three passing grades:
• is consistent with the grade descriptions below
• is the same from one session to the next
• does not vary as a result of slight variations in the difficulty of the papers.
The following information is used in the grading process:
- statistics on the candidature
- comparison with statistics from previous years’ examination performance and candidature
- recommendations of examiners, based on the performance of candidates. The number of marks required to obtain each grade are:
Pass …………………………………………..approximately 100
Pass with Merit ……………………….approximately 130
Pass with Distinction ………………approximately 150
Pass with Distinction
The candidate demonstrates a comprehensive and accurate knowledge of the Delta Module One syllabus and a high level of familiarity with the full range of ELT terminology, concepts, theories and practices tested in the Delta Module One examination. In addition, the candidate shows a high level of insight in their analysis of language systems, language skills, testing, methodology, approaches and factors affecting learning and teaching.
Pass with Merit
The candidate demonstrates a comprehensive and generally accurate knowledge of the Delta Module One syllabus and a high level of familiarity with a wide range of ELT terminology, concepts, theories and practices tested in the Delta Module One examination. In addition, the candidate shows a good level of insight in their analysis of language systems, language skills, testing, methodology, approaches and factors affecting learning and teaching.
Pass
The candidate demonstrates a generally accurate knowledge of a range of areas in the Delta Module One syllabus and a sound level of familiarity with a range of ELT terminology, concepts, theories and practices tested in the Delta Module One examination. In addition, the candidate shows a generally sound (though inconsistent) level of insight in their analysis of language systems, language skills, testing, methodology, approaches and factors affecting learning and teaching.
Fail
The candidate fails to demonstrate a generally accurate knowledge in a wide enough range of areas in the Delta Module One syllabus to reach pass standard. The candidate may show an inadequate level of familiarity with ELT terminology, concepts, theories and practices tested in the Delta Module One examination. Alternatively the candidate may show insufficient insight in their analysis of language systems, language skills, testing, methodology, approaches and factors affecting learning and teaching.
General description
EXAMINATION FORMAT
The Delta Module One examination consists of two papers.
TIMING 3 hours and 30 minutes (two 1½-hour papers with a 30-minute break in between).
NO. OF TASKS
Paper 1 comprises five tasks.
Paper 2 comprises three tasks.
All tasks are compulsory.
TASK TYPES Candidates are presented with ELT-related material and authentic texts.
In Paper 1, the task types include labelling, short answer and longer written responses.
In Paper 2, the tasks require longer written responses. ANSWER FORMAT
Candidates write their answers in the booklet provided. Candidates must write in ink. There is no specified minimum or maximum word length for candidates’ answers. Answers may be written in any form as long as they are clear to the reader. This can include continuous prose, bulleted lists, notes, grids or tables.
MARKS
Each task is marked in accordance with Task Specific Mark Schemes. There are a total of 200 marks available for Module One as a whole.
Paper 1 Paper 2
Task 1 6 marks Task 1 18 marks
Task 2 12 marks Task 2 42 marks
Task 3 12 marks Task 3 40 marks
Task 4 20 marks
Total 100 marks
Task 5 50 marks Total 100 marks
Results are awarded as Pass with Distinction, Pass with Merit, Pass or Fail, based on the total number of marks achieved
